LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).
LS3 (9-11) INQ POQ-7
Given a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease).
LS3 (9-11) -7
Students demonstrate an understanding of Natural Selection/ evolution by...
7a investigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting).
what are the indicators? what will students learn?
-when information is passed from parents to offspring the result is called inheritance
-all of the offspring from the same parent(s) are know as one generation
-variations in the passage of DNA (information) can cause mutations
what students need to know (prior knowledge)?
- DNA is the material that encodes for life
-DNA is found within the nucleus of all cells
-cellular structures have many different functions that are important for cells to maintain homeostasis
-cells divide and replicate to create more cells (larger organisms)
what are some common misconception?
-students may think cells are the same in organism
- students may confuse cells and atoms because cells are the smallest measure of living organisms and atoms are the smallest measure of any matter (living or inanimate).
-students may understand how offspring are comprised of parent DNA, but not the difference in nature vs. nuture in the role of how the offspring grows in its enviroment.
2. 7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. ">(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation). what are the indicators? what will students learn?
-many lifeforms have unifying characteristics as seen through homologous and vestigial structures
-geopgrahic and physical differences between species occurs over time and with natural selection
-natural selection permits for the survival of organisms that are best adapted to the environment in which they exist
-selection can occur for more than one similar population contributing to earth's diversity (stabilizing, directional, disruptive)
what students need to know (prior knowledge)?
-there is a huge abundance of diverse organisms on earth
-different organisms have differernt haibiats
-some lifeforms are extinct
what are some common misconception?
- students may think a species can only be isolated if it there is a geographic barrier between it and all other species
-students may think evolution can only occur on islands (same as above)
-students may confuse homologous and analogous structures
-student may generalize natural selection to mean that the biggest and strongest survive when there are many more indicators of natural selection occuring
3. 7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel). what are the indicators? what will students learn?
-The evidence provided by Charles Darwin plays a major role in the understanding of evolution
-Darwin's voyage on the H.M.S. Beagle provide for many examples of evolution
-Wallace worked with Darwin to contribute many of the ideas necessary for the explanation of evolutionary concept
-Jean-Baptiste Lamark preceeded Darwin and Wallace with ideas about evolution
what students need to know(prior knowledge)?
-the contributions of Gregor Mendel to genetics and inhertance
-biograhies of significant scientists in other aspects of science
-research strategies for creating a biography of a scientist
what are some common misconceptions?
LS3 (9-11) FAF POC-8
Given information about living or extinct organisms, cite evidence to explain the frequency of inherited characteristics of organisms in a population, OR explain the evolution of varied structures (with defined functions) that affected the organisms’ survival in a specific environment (e.g., giraffe, wind pollination of flowers)
LS3 (9-11) -8
Students demonstrate an understanding of Natural Selection/ evolution by...
8a illustrating that when an environment changes, the survival advantage /disadvantage of some characteristics may change
what are the indicators? what will the students learn?
-adaptations are characteristics an organism has that give it a survival advantage in a particular environment
-genetic drift can occur over time
-inability to survive in an environment can lead to extinction of an organism (species)
-environment changes may lead to the selection of extreme versions of the species (directional, disruptive, stabilizing selection)
what students need to know (prior knowledge)?
-environments vary all over the world and contain all types of lifeforms
what are some common misconceptions?
-students may think adaptation allows organisms to immediately change their characteristics so they live in certain environments versus organisms already having certain characteristics that are beneficial for them living in a particular environment
-students may think that "average" is the same as "intermediate" when trying to understand the difference between directional, disruptive, and stabilizing selection
2. 8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences(e.g. survival, adaptation). what are the indicators? what will students learn?
-endosymbiosis is the idea that pre-historic cells merged to create the basis of most cells
-Fossils evidence shows organisms and structures that no longer exist suggesting the role of natural selection in their disappearace
-Pangea connected the continents and the provided the possibility for terrestrial organisms to move freely
what students need to know (prior knowledge)?
-the basic cellular structures and their functions
-the concept of time in terms of earth formation, first life forms, first humans
what are some common misconceptions?
-students may think fossils preserve the actual organism
-students may not connect pre-historic earth (Pangea) to the explanation of the diversity and specificity of many organisms in different environments
-students may think cellular structures (mitochondrion, chloroplast) are individual organisms
3. 8bb explain punctuated equilibrium as a model of evolution and contrast it with a more gradual model of evolution what are the indicators? what will students learn?
-equilibrium is a long interval of time where no change is occuring
-punctuated equilibrium differs from Darwin's theory in that evolution occurs in short burst of time versus extensive periods of time
-Gradualism is Darwin's idea that small, continous changes is how evolution occurs
what students need to know (prior knowledge)?
-how to make comparisons between related ideas
-key components for the evidence of gradual evolution
what are some common misconceptions?
-students may understand the concept behind punctuated equilibrium and gradualism, but become confused by trying to choose the model that they think best represents evolution.
LS4- Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
LS4 (9-11) NOS+INQ -9
Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations).
LS4 (9-11) –9
Students demonstrate an understanding of how humans are affected by environmental factors and/or heredity by...
9b providing an explanation of how the human species impacts the environment and other organisms (e.g. reducing the amount of the earth’s surface available to those other species, interfering with their food sources, changing the temperature and chemical composition of their habitats, introducing foreign species into their ecosystems, and altering organisms directly through selective breeding and genetic engineering)
what are the indicators? what will the students learn?
-while human populations are increasing exponentially, space and resources are being reduced and becoming less available to other species
-Humans are the ultimately "fit" organism because of their adaptability
-Human control over selection:artificial selection, introduction of species to new environments (invasive)
-Environmental factors affecting mutation rate and genetic drift
-Competition occurs when the ability for survival is compromised what students need to know (prior knowledge)?
-a population= the number of organisms in a particular species
-the difference between renewable and limited resources
-the differennt types of ecosystems inthe world and their weighted importance
what are some common misconceptions?
-students may not see a connection to human use of resources and other organisms' use of resources
-students may think effects from the environment can be inherited
Statements of Enduring Knowledge:
LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).- LS3 (9-11) INQ POQ-7
Given a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease).LS3 (9-11) -7
Students demonstrate an understanding of Natural Selection/ evolution by...
- 7a investigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting).
what are the indicators? what will students learn?-when information is passed from parents to offspring the result is called inheritance
-all of the offspring from the same parent(s) are know as one generation
-variations in the passage of DNA (information) can cause mutations
what students need to know (prior knowledge)?
- DNA is the material that encodes for life
-DNA is found within the nucleus of all cells
-cellular structures have many different functions that are important for cells to maintain homeostasis
-cells divide and replicate to create more cells (larger organisms)
what are some common misconception?
-students may think cells are the same in organism
- students may confuse cells and atoms because cells are the smallest measure of living organisms and atoms are the smallest measure of any matter (living or inanimate).
-students may understand how offspring are comprised of parent DNA, but not the difference in nature vs. nuture in the role of how the offspring grows in its enviroment.
2. 7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. ">(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
what are the indicators? what will students learn?
-many lifeforms have unifying characteristics as seen through homologous and vestigial structures
-geopgrahic and physical differences between species occurs over time and with natural selection
-natural selection permits for the survival of organisms that are best adapted to the environment in which they exist
-selection can occur for more than one similar population contributing to earth's diversity (stabilizing, directional, disruptive)
what students need to know (prior knowledge)?
-there is a huge abundance of diverse organisms on earth
-different organisms have differernt haibiats
-some lifeforms are extinct
what are some common misconception?
- students may think a species can only be isolated if it there is a geographic barrier between it and all other species
-students may think evolution can only occur on islands (same as above)
-students may confuse homologous and analogous structures
-student may generalize natural selection to mean that the biggest and strongest survive when there are many more indicators of natural selection occuring
3. 7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
what are the indicators? what will students learn?
-The evidence provided by Charles Darwin plays a major role in the understanding of evolution
-Darwin's voyage on the H.M.S. Beagle provide for many examples of evolution
-Wallace worked with Darwin to contribute many of the ideas necessary for the explanation of evolutionary concept
-Jean-Baptiste Lamark preceeded Darwin and Wallace with ideas about evolution
what students need to know(prior knowledge)?
-the contributions of Gregor Mendel to genetics and inhertance
-biograhies of significant scientists in other aspects of science
-research strategies for creating a biography of a scientist
what are some common misconceptions?
- LS3 (9-11) FAF POC-8
Given information about living or extinct organisms, cite evidence to explain the frequency of inherited characteristics of organisms in a population, OR explain the evolution of varied structures (with defined functions) that affected the organisms’ survival in a specific environment (e.g., giraffe, wind pollination of flowers)LS3 (9-11) -8
Students demonstrate an understanding of Natural Selection/ evolution by...
- 8a illustrating that when an environment changes, the survival advantage /disadvantage of some characteristics may change
what are the indicators? what will the students learn?-adaptations are characteristics an organism has that give it a survival advantage in a particular environment
-genetic drift can occur over time
-inability to survive in an environment can lead to extinction of an organism (species)
-environment changes may lead to the selection of extreme versions of the species (directional, disruptive, stabilizing selection)
what students need to know (prior knowledge)?
-environments vary all over the world and contain all types of lifeforms
what are some common misconceptions?
-students may think adaptation allows organisms to immediately change their characteristics so they live in certain environments versus organisms already having certain characteristics that are beneficial for them living in a particular environment
-students may think that "average" is the same as "intermediate" when trying to understand the difference between directional, disruptive, and stabilizing selection
2. 8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
what are the indicators? what will students learn?
-endosymbiosis is the idea that pre-historic cells merged to create the basis of most cells
-Fossils evidence shows organisms and structures that no longer exist suggesting the role of natural selection in their disappearace
-Pangea connected the continents and the provided the possibility for terrestrial organisms to move freely
what students need to know (prior knowledge)?
-the basic cellular structures and their functions
-the concept of time in terms of earth formation, first life forms, first humans
what are some common misconceptions?
-students may think fossils preserve the actual organism
-students may not connect pre-historic earth (Pangea) to the explanation of the diversity and specificity of many organisms in different environments
-students may think cellular structures (mitochondrion, chloroplast) are individual organisms
3. 8bb explain punctuated equilibrium as a model of evolution and contrast it with a more gradual model of evolution
what are the indicators? what will students learn?
-equilibrium is a long interval of time where no change is occuring
-punctuated equilibrium differs from Darwin's theory in that evolution occurs in short burst of time versus extensive periods of time
-Gradualism is Darwin's idea that small, continous changes is how evolution occurs
what students need to know (prior knowledge)?
-how to make comparisons between related ideas
-key components for the evidence of gradual evolution
what are some common misconceptions?
-students may understand the concept behind punctuated equilibrium and gradualism, but become confused by trying to choose the model that they think best represents evolution.
LS4- Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
- LS4 (9-11) NOS+INQ -9
Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations).LS4 (9-11) –9
Students demonstrate an understanding of how humans are affected by environmental factors and/or heredity by...
- 9b providing an explanation of how the human species impacts the environment and other organisms (e.g. reducing the amount of the earth’s surface available to those other species, interfering with their food sources, changing the temperature and chemical composition of their habitats, introducing foreign species into their ecosystems, and altering organisms directly through selective breeding and genetic engineering)
what are the indicators? what will the students learn?-while human populations are increasing exponentially, space and resources are being reduced and becoming less available to other species
-Humans are the ultimately "fit" organism because of their adaptability
-Human control over selection:artificial selection, introduction of species to new environments (invasive)
-Environmental factors affecting mutation rate and genetic drift
-Competition occurs when the ability for survival is compromised
what students need to know (prior knowledge)?
-a population= the number of organisms in a particular species
-the difference between renewable and limited resources
-the differennt types of ecosystems inthe world and their weighted importance
what are some common misconceptions?
-students may not see a connection to human use of resources and other organisms' use of resources
-students may think effects from the environment can be inherited
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